Abstract

This article presents a study on the change of subjective theories in educators in a learning context. Through a longitudinal design of a qualitative research 12 professors who participated in a program of Education in Values in the Atacama and Metropolitan region of Chile were studied. The main results show a change in the theories of the educators, characterized by greater autonomy, protagonism and perception of efficacy. The findings are discussed interpreting the transformation of their subjective theories from different representational change models. Finally, the pertinence of the methodological strategy to study subjective change in general and change in the education professional in particular is discussed.